Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching

‘High-quality talk’ is a fundamental principle of many approaches to teaching grammar. However, relatively few studies have attempted characterize this talk with attention the ways in which classroom dialogue might engender metalinguistic thinking. This paper explores how concepts procedural and declarative knowledge may be applied discourse order identify problems potentials grammatical ‘Metatalk’. The data drawn from observations functionally-oriented grammar lessons 17 classrooms across England. opportunity sample was intervention group randomized control trial, all whom were working within pedagogical model embeds as resource for meaning-making writing. Given impact effective teacher-student on student learning, such are valuable illuminating operates findings particularly reveal role teacher-guided during collaborative writing activities facilitating bi-directional transfer between knowledge.